Observation Reflection #1 focus on how class begins. Where is your CT before class begins? What is he or she doing? How and when does your CT establish order and begin class? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?
Observation
When I arrived at school at 7:25 AM, Lynn Arcand was alone in her classroom preparing for the days work. There were no other rooms open with teachers occupying them. Attendance is taken at 7:35 AM. I was shown how to take attendance using the online system, and used Lynn's seating chart to take attendance. At 7:45 the homeroom travelled down the hall for the Learning Period, where a school psychologist discussed anger prevention to two combined 6th grade classes. I learned that there were quite a few children diagnosed with autism in these classes. A teacher told me that this would especially help these students due to their inability to sense facial exprerssions or emotion in themselves or other people. At 8:25 AM, period C 6th grade met back in Lynn's classroom. Before the class, we went down to the library to get the overhead projector which was used to project pictures taken by Lynn of different clouds. When the pictures went up on the overhead, Lynn began to talk. The class immediately started to pay attention. It seems that Lynn seems to have the respect of her students very early on in the school year. After a question and answer session, Lynn asked the students to take out their flash cards from the previous class. The pictures of the clouds were associated with a question and answer session regarding the types of precipitation associated with the clouds. This set up the activity for the flash cards. On one side was a part of a word, and the other side was a phrase associated with that ford. For instance 3 cards would spell out the word "condensation", with "con" "dens" and "ation" , with a phrase that when added up defines the word on the other side. This was done with many vacab words. After about 15 minutes, where the class had the opportunity to discover at least one sentence from the cards, Lynn then put on a Bill Nye video on the water cycle to conclude the class.
Reflection
Lynn is prepared for class and immediately has a task for the students. She doesn't allow trhem the opportunity to get off of task. They are immediately engaged in some activity in an organized and purposeful fashion. When students walk into her class, they already know that they are supposed to write down the learning tasks fore the day and their eventual homework. She had to remind a few students to do so. The home work from the previous night was used in the activity of the present class in the form of using the flash cards. In this way, the students are regurgitating the information again, enforcing the retention of the information. Also, she engages the students by constantly switching activities. She grabbed their attention at first visually, then linguistically, and then finally by a visual/ auditory fashion. This allows the students to not become bored easily and allows for the use of various multiple intelligences.
Observation Reflection #1 focus on how class begins. Where is your CT before class begins? What is he or she doing? How and when does your CT establish order and begin class? How is homework from the previous night reviewed/collected/assessed? How does your CT engage students during the opening of the lesson?
Observation
When I arrived at school at 7:25 AM, Lynn Arcand was alone in her classroom preparing for the days work. There were no other rooms open with teachers occupying them. Attendance is taken at 7:35 AM. I was shown how to take attendance using the online system, and used Lynn's seating chart to take attendance. At 7:45 the homeroom travelled down the hall for the Learning Period, where a school psychologist discussed anger prevention to two combined 6th grade classes. I learned that there were quite a few children diagnosed with autism in these classes. A teacher told me that this would especially help these students due to their inability to sense facial exprerssions or emotion in themselves or other people. At 8:25 AM, period C 6th grade met back in Lynn's classroom. Before the class, we went down to the library to get the overhead projector which was used to project pictures taken by Lynn of different clouds. When the pictures went up on the overhead, Lynn began to talk. The class immediately started to pay attention. It seems that Lynn seems to have the respect of her students very early on in the school year. After a question and answer session, Lynn asked the students to take out their flash cards from the previous class. The pictures of the clouds were associated with a question and answer session regarding the types of precipitation associated with the clouds. This set up the activity for the flash cards. On one side was a part of a word, and the other side was a phrase associated with that ford. For instance 3 cards would spell out the word "condensation", with "con" "dens" and "ation" , with a phrase that when added up defines the word on the other side. This was done with many vacab words. After about 15 minutes, where the class had the opportunity to discover at least one sentence from the cards, Lynn then put on a Bill Nye video on the water cycle to conclude the class.
Reflection
Lynn is prepared for class and immediately has a task for the students. She doesn't allow trhem the opportunity to get off of task. They are immediately engaged in some activity in an organized and purposeful fashion. When students walk into her class, they already know that they are supposed to write down the learning tasks fore the day and their eventual homework. She had to remind a few students to do so. The home work from the previous night was used in the activity of the present class in the form of using the flash cards. In this way, the students are regurgitating the information again, enforcing the retention of the information. Also, she engages the students by constantly switching activities. She grabbed their attention at first visually, then linguistically, and then finally by a visual/ auditory fashion. This allows the students to not become bored easily and allows for the use of various multiple intelligences.